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Artykuły w czasopismach na temat "Middle school years"
Loukas, Alexandra, Jessica Duncan Cance i Milena Batanova. "Trajectories of School Connectedness Across the Middle School Years". Youth & Society 48, nr 4 (30.09.2013): 557–76. http://dx.doi.org/10.1177/0044118x13504419.
Pełny tekst źródłaHyunchul Kim i Lee,Cheol-Won. "Educational Productivity Mobility during Middle School Years". Productivity Review 27, nr 4 (grudzień 2013): 259–78. http://dx.doi.org/10.15843/kpapr.27.4.201312.259.
Pełny tekst źródłaSullivan, Christopher J., i Paul Hirschfield. "Problem Behavior in the Middle School Years". Journal of Research in Crime and Delinquency 48, nr 4 (12.05.2011): 566–93. http://dx.doi.org/10.1177/0022427810395149.
Pełny tekst źródłaSmith, Gudmund, i Ingegerd Carlsson. "Creativity in Middle and Late School Years". International Journal of Behavioral Development 8, nr 3 (wrzesień 1985): 329–43. http://dx.doi.org/10.1177/016502548500800307.
Pełny tekst źródłaLarson, Reed W., i Maryse H. Richards. "Boredom in the Middle School Years: Blaming Schools versus Blaming Students". American Journal of Education 99, nr 4 (sierpień 1991): 418–43. http://dx.doi.org/10.1086/443992.
Pełny tekst źródłaWigfield, Allan, Susan Lutz i A. Laurel Wagner. "Early Adolescents'Development Across the Middle School Years: Implications for School Counselors". Professional School Counseling 9, nr 2 (grudzień 2005): 112–19. http://dx.doi.org/10.5330/prsc.9.2.2484n0j255vpm302.
Pełny tekst źródłaThorn, Antoinette R., i Susana Contreras. "Counseling Latino Immigrants in Middle School". Professional School Counseling 9, nr 2 (styczeń 2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900215.
Pełny tekst źródłaWigfield, Allan, Susan L. Lutz i A. Laurel Wagner. "Early Adolescents’ Development across the Middle School Years: Implications for School Counselors". Professional School Counseling 9, nr 2 (styczeń 2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900206.
Pełny tekst źródłaCoffey, Anne, i Shane Lavery. "Student leadership in the middle years: A matter of concern". Improving Schools 21, nr 2 (4.10.2017): 187–200. http://dx.doi.org/10.1177/1365480217732223.
Pełny tekst źródłaHayes, Debra, i Andrew Chodkiewicz. "School–community links: supporting learning in the middle years". Research Papers in Education 21, nr 1 (marzec 2006): 3–18. http://dx.doi.org/10.1080/02671520500445409.
Pełny tekst źródłaRozprawy doktorskie na temat "Middle school years"
Scagliarini, Richard. "Reforming the middle years curriculum in an international school: a naturalistic inquiry". University of Southern Queensland, Faculty of Education, 2008. http://eprints.usq.edu.au/archive/00006610/.
Pełny tekst źródłaConstantinides, Adonis C. "Provision of education in the middle school years in Cyprus". Thesis, Durham University, 1994. http://etheses.dur.ac.uk/5851/.
Pełny tekst źródłaOladimeji, Chinoyerem Ekwutosinam. "Distributed Leadership in International Baccalaureate Middle Years Program Implementation". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5394.
Pełny tekst źródłaQuintana, Robert Charles. "Empowering pre-adolescent second-language learners in the middle school years". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2875.
Pełny tekst źródłaKobylinski-Fehrman, Margaret J. "The International Baccalaureate Middle Years Programme and its Effect on Students in Poverty". Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/eps_diss/104.
Pełny tekst źródłaJohansen, Shannon Elizabeth. "School Functioning of Children with Asthma: A Study of the Elementary and Middle School Years". [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000329.
Pełny tekst źródłaGynne, Annaliina. "Languaging and Social Positioning in Multilingual School Practices : Studies of Sweden Finnish Middle School Years". Doctoral thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-31774.
Pełny tekst źródłaDenna avhandling fokuserar på ungdomars språkande, inklusive literacy-praktiker, och dess relation till deras meningsskapande och social positionering. Avhandlingen tar avstamp i sociokulturell och dialogisk teoribildning och bygger på fyra studier som blivit till genom (n)etnografiskt fältarbete i två olika sammanhang: inom en skola där tvåspråkighet och bikulturalitet är viktiga värderingar, och sociala medier. I de empiriska studierna undersöks hur interaktion, språkande och literacy-praktiker och sociala positioneringar görs på mikronivå. Dessa fenomen studeras vidare i anslutning till och som en del av diskurser som drivs på meso-nivå. Avhandlingens data har analyserats med tillämpade samtals- och diskursanalytiska metoder och inkluderar video- och audioinspelningar, fältanteckningar, pedagogiska material, policy-dokumentation, fotografier samt (n)etnografiskt skapad data. I Studie I undersöks hur lingvistisk-kulturella ideologier och policys görs i vardagliga pedagogiska praktiker. Den fokuserar på situerade och distribuerade sociala handlingar som praktiknexus där flera lokalt och nationellt relevanta diskurser cirkulerar. Studie II intresserar sig för vardagliga kommunikativa praktiker på mikro- och meso-nivåer samt för samspelet av språkliga varieteter och modaliteter i den tvåspråkiga-bikulturella skolan. I Studie III studeras ungdomars språkande, inklusive literacies, i vardagliga lärandepraktiker som sträcker sig över tid och rum i formella och informella lärandemiljöer. Studie IV fokuserar på social positionering och identitetsarbete i informella och heteroglossiska literacy-praktiker både offline och online. Tillsammans kartlägger de fyra studierna olika slags språkandepraktiker som ungdomarna deltar i och bidrar till både inom och utanför vad som kallas för tvåspråkiga skolsammanhang. Vidare illustrerar studierna vardagslivets görande av olika slags sociala positioneringar och identitetsperformanser. Resultaten visar på hur tvåspråkigheten i skolans värld kan ses som både pedagogik och praktik, att flerspråkigheten är (o)problematisk för ungdomarna och för skolan och att språkandets karaktär som flerspråkig och multimodal är central för social positionering. Studierna och avhandlingen bildar tillsammans en deskriptiv-analytisk illustration av ”flerspråkiga” ungdomars vardag i och utanför skolan i ett senmodernt nordiskt samhälle. Vidare bidrar avhandlingen till kunskapsbasen gällande utbildningsfrågor och vardag för en av Sveriges nationella minoriteter, sverigefinländare.
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Davis, Heather A. "DEVELOPMENTAL TRAJECTORIES OF EXCESSIVE EXERCISE AND FASTING ACROSS THE MIDDLE SCHOOL YEARS". UKnowledge, 2015. http://uknowledge.uky.edu/psychology_etds/80.
Pełny tekst źródłaArnold, Bradley A. "The Characteristic Mobile Learning Engagement Strategies of International School Middle-Years Students". Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745617.
Pełny tekst źródłaThe purpose of this qualitative case study was to develop descriptions of how teenage students remain engaged in learning while using mobile technology. Developments in technology have expanded learning contexts and provided learners with improved capacities to connect with others to exchange, gain, and construct knowledge. Developments in technology have also created challenges for instructional designers to create learning activities that promote engaged learning and complex thinking skills in students. The ability to access, share, and create knowledge through connected networks has thus presented opportunities to reevaluate how learners motivate themselves to engage in learning. The study was guided by the following research question and subquestions: RQ1: What strategies do students in international school middle-years programs use to remain engaged in learning while utilizing mobile technology? RQ1a: What learning activities do these students engage in while utilizing mobile technologies? RQ1b: What actions do these students take to remain connected to their learning environment? Narratives of student actions were framed and analyzed through the lens of reciprocal determinism, which states that learning is determined by the relationships between behaviors, thinking processes, and situational factors. Information was gathered to show how students used their technology tools to interact within their environment, access and analyze information, and adapt to changing situations. A nonprobability sampling of ten international school students aged 13–14 and a purposeful sampling of seven of these students’ teachers was used to select the study participants. Information was gathered through student focus group discussions, student interviews, teacher interviews, teacher observation logs, and network data logs. Transcripts were coded through an inductive approach and information analysis occurred through the constant comparative method to help identify evolving themes and patterns. The narratives that developed provided examples of how students maintain connections to networks and how their learning actions, thinking processes, and learning situations can be influenced by the use of mobile technology tools. The findings suggest that students can identify knowledge gaps and then use technology to devise learning strategies to fill these gaps and develop advanced thinking skills. Further research should look at different demographics, attitudes, and school settings to better understand how students adapt their engagement strategies while using mobile technology to remain connected to the learning environment.
Eggleston, Brandon Patrick. "An Investigation of the Difference in Student Achievement during the Middle School Transition Years". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3668708.
Pełny tekst źródłaTransition years and grade configurations for middle level students have been a topic of debate since the onset of middle schools in the 1970s. With increased educational accountability, some school districts are beginning to change back to K-8 configurations.
The purpose of this study was to investigate the difference in student achievement during the transition year and provide information to school administration as to the optimal year to transition students from elementary to middle school. Transition year achievement was examined among 5th -7th grade students in Missouri and grade configurations were compared by analyzing 8th grade achievement in three separate grade configurations.
Significant differences in student achievement were uncovered during the analysis of the student achievement data. A significant decrease in student achievement was found between two independent fifth grade groups in English Language Arts and mathematics. Cohorts in sixth and seventh grade did not show a statistically significant difference in student achievement during the transition year. Significant decreases were found in English Language Arts scores between the transition year and pre-transition year along with the transition year and post transition year. In both scenarios the transition year score was significantly lower than the post and pre-transition year score. A significant difference in mathematics achievement was found between fifth and seventh grade transition year students with seventh grade transition year students attaining a higher mean score than fifth grade transition year students. Grade configuration and timing of the transition to middle school did not have an impact on eighth grade student achievement.
Książki na temat "Middle school years"
Kathleen, Middleton, i Pollock Marion B, red. School health instruction: The elementary & middle school years. Wyd. 3. St. Louis: Mosby, 1994.
Znajdź pełny tekst źródłaEichhorn, Donald H. Eichhorn: The early years in middle level education. Redaktor David Robert J. Pittsburgh, Pa. (Box 7258, Pittsburgh 15213): Pennsylvania Middle School Association, 1995.
Znajdź pełny tekst źródłaBerla, Nancy. The middle school years: A parents' handbook. Columbia, Md: National Committee for Citizens in Education, 1989.
Znajdź pełny tekst źródłaThe power of middle school: Maximizing these vital years. Lanham, Md: Rowman & Littlefield Publishers, 2012.
Znajdź pełny tekst źródłaOffice, New Zealand Education Review. Students in years 7 and 8. [Wellington]: Education Review Office, 2000.
Znajdź pełny tekst źródłaA parents' guide to the middle school years. Berkeley, Calif: Celestial Arts, 2009.
Znajdź pełny tekst źródłaPogue, Lynda. Ages 12 through 15: The years of transition. [Mississauga, ON]: Ontario Public School Teachers' Federation, 1996.
Znajdź pełny tekst źródłaBooth, David. Reading & writing in the middle years. Markham, Ont: Pembroke Pub., 2001.
Znajdź pełny tekst źródłaReading & writing in the middle years. Portland, Me: Stenhouse Publishing, 2001.
Znajdź pełny tekst źródłaEgan, Kieran. Imagination in teaching and learning: The middle school years. Chicago: University of Chicago Press, 1992.
Znajdź pełny tekst źródłaCzęści książek na temat "Middle school years"
Aoki, Masahiko. "Middle School Years". W Transboundary Game of Life, 29–30. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2757-5_8.
Pełny tekst źródłaKim, Young Chun. "Middle School Years". W Shadow Education and the Curriculum and Culture of Schooling in South Korea, 91–124. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51324-3_5.
Pełny tekst źródłaConklin, Hilary G. "Being Present in the Middle School Years". W Developmentalism in Early Childhood and Middle Grades Education, 59–78. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230107854_4.
Pełny tekst źródłaHill, Peter W., i V. Jean Russell. "Systemic, Whole-School Reform of the Middle Years of Schooling". W Enhancing Educational Excellence, Equity and Efficiency, 167–96. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4253-3_8.
Pełny tekst źródłaGrootenboer, Peter, i Margaret Marshman. "Changes in Affective Responses to Mathematics Through the Middle School Years". W Mathematics, Affect and Learning, 91–110. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-679-9_6.
Pełny tekst źródłaEnglish, Lyn D. "Complex Modelling in the Primary and Middle School Years: An Interdisciplinary Approach". W International Perspectives on the Teaching and Learning of Mathematical Modelling, 491–505. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6540-5_42.
Pełny tekst źródłaBrown, Seth, Peter Kelly i Scott K. Phillips. "Belonging". W Belonging, Identity, Time and Young People’s Engagement in the Middle Years of School, 63–97. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52302-2_3.
Pełny tekst źródłaBrown, Seth, Peter Kelly i Scott K. Phillips. "Introduction". W Belonging, Identity, Time and Young People’s Engagement in the Middle Years of School, 1–25. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52302-2_1.
Pełny tekst źródłaBrown, Seth, Peter Kelly i Scott K. Phillips. "Identity". W Belonging, Identity, Time and Young People’s Engagement in the Middle Years of School, 27–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52302-2_2.
Pełny tekst źródłaBrown, Seth, Peter Kelly i Scott K. Phillips. "Time". W Belonging, Identity, Time and Young People’s Engagement in the Middle Years of School, 99–124. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52302-2_4.
Pełny tekst źródłaStreszczenia konferencji na temat "Middle school years"
Canavesi, Cristina, Theresa M. Donlon i Stephen D. Jacobs. "The Rochester OSA Optics Suitcase: 13 years of middle school outreach". W SPIE Optical Engineering + Applications, redaktor G. Groot Gregory. SPIE, 2012. http://dx.doi.org/10.1117/12.927633.
Pełny tekst źródłaFloersheim, Bruce, i Jonathan Johnston. "The Conceptual Speed-Bump: Losing Potential STEM Students in the Transition From Elementary School to Middle School". W ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39612.
Pełny tekst źródłaCrabtree, Stephen. "SIX YEARS OF GEOSCIENCE OUTREACH TO ELEMENTARY AND MIDDLE SCHOOL STUDENTS IN RURAL, WESTERN MINNESOTA: MORE THAN SHOW-AND-TELL". W 115th Annual GSA Cordilleran Section Meeting - 2019. Geological Society of America, 2019. http://dx.doi.org/10.1130/abs/2019cd-329130.
Pełny tekst źródłaDoiphode, Ganesh, i Hamidreza Najafi. "A Machine Learning Based Approach for Energy Consumption Forecasting in K-12 Schools". W ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24128.
Pełny tekst źródłaÖngel, Volkan, İlyas Sözen i Ahmet Alkan Çelik. "An Evaluation of Human Development Index in Central Asian Countries". W International Conference on Eurasian Economies. Eurasian Economists Association, 2011. http://dx.doi.org/10.36880/c02.00377.
Pełny tekst źródłaGillard, Joel, i Terry Smith. "A Model for Sustainable Orthopedic Care in Low and Middle Income Countries". W ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23332.
Pełny tekst źródłaDuport, Laurent J. "Georges Candilis (1913-1995) architecte pour le plus grand nombre". W LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.664.
Pełny tekst źródłaVerma, Alok K., i Ameya S. Erande. "Project Based Activities to Attract Students to Marine Engineering and Technology Careers". W ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-67741.
Pełny tekst źródłaVan Der Putten, Sonja Aicha. "HOW RELATIONSHIPS IMPACT SENSE OF BELONGING IN SCHOOLS AMONGST FEMALE ADOLESCENTS FROM REFUGEE BACKGROUNDS". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end019.
Pełny tekst źródłaTomaszkiewicz, Frank. "Ten-year perspective on display holography in the middle school classroom". W Sixth International Symposium on Display Holography, redaktor Tung H. Jeong. SPIE, 1998. http://dx.doi.org/10.1117/12.301485.
Pełny tekst źródłaRaporty organizacyjne na temat "Middle school years"
Basham, Jennifer. The Effects of an Overnight Environmental Science Education Program on Students' Attendance Rate Change for Middle School Years. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2726.
Pełny tekst źródłaDell'Olio, Franca, i Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.
Pełny tekst źródłaSchau, C., N. Mattern, R. Weber i K. Minnick. Assessing middle school students` understanding of science relationships and processes: Year 2 - instrument validation. Final report. Office of Scientific and Technical Information (OSTI), styczeń 1997. http://dx.doi.org/10.2172/426972.
Pełny tekst źródłaGrimes, Daniel. Peers' Academic Coping as a Resource for Academic Engagement and Motivational Resilience in the First Year of Middle School. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.7374.
Pełny tekst źródłaFullan, Michael, i Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, grudzień 2020. http://dx.doi.org/10.18235/0002959.
Pełny tekst źródłaO’Brien, Tom, Deanna Matsumoto, Diana Sanchez, Caitlin Mace, Elizabeth Warren, Eleni Hala i Tyler Reeb. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, październik 2020. http://dx.doi.org/10.31979/mti.2020.1921.
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